Reading is one of the basic language skills that is important for elementary school
students to master. At this level, reading ability is part of the basic competencies taught through
various subjects, especially Indonesian language lessons. This study aims to determine the
strategies used by teachers to improve students' early reading skills. The method used is a
descriptive qualitative approach, through observation, interviews, and documentation. Data
sources were obtained from administrators/teachers, students, and documents directly
supervised by administrators. The results of this study indicate that the improvement of early
reading skills is carried out through the technique of repeating identical syllables, commonly
known as the double method. This strategy uses an integrated flow that is independently
designed to suit the characteristics of each student. However, the effectiveness of learning still
faces external challenges arising from their backgrounds. This condition places the school as
the sole learning center, where the role and dedication of teachers become the main instruments
in balancing the lack of support in the family environment in order to maintain the
sustainability of students' reading abilities. The recommendations in the next study are
expected to test the effectiveness of the double method on a wider range of subjects and
explore collaborative strategies between schools and parents to minimize external barriers in
reading learning.